The Effect of STEM-Based Robotic Coding Education on Primary School Students’ Decision-Making Skills
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| Titel: | The Effect of STEM-Based Robotic Coding Education on Primary School Students’ Decision-Making Skills |
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| Autoren: | Meryem Meral, Sema Altun Yalçın, Zehra Çakır, Esila Samur |
| Weitere Verfasser: | Bayburt University Institutional Repository |
| Quelle: | Volume: 17, Issue: 2478-498 Journal of Theoretical Educational Science Kuramsal Eğitimbilim Dergisi |
| Verlagsinformationen: | Afyon Kocatepe University, 2024. |
| Publikationsjahr: | 2024 |
| Schlagwörter: | Bilim, Teknoloji ve Mühendislik Eğitimi ve Programlarının Geliştirilmesi, 0209 industrial biotechnology, Decision-Making, Robotic Coding, 4. Education, 05 social sciences, 02 engineering and technology, Mixed Method, robotic coding, Robotik Kodlama, 3. Good health, Karma Yöntem, decision-making, STEM, Development of Science, Technology and Engineering Education and Programs, mixed method, Karar Verme, 0503 education, Decision-making |
| Beschreibung: | This study aimed to determine the effectiveness of STEM-based robotic coding education for primary schoolers in terms of their decision-making skills. Mixed method was preferred in the research. Pretest-posttest control group designs were used in the quantitative phase, and the case study was used in the qualitative phase of the research. The study sample consisted of 65 third graders. Pre-testing of experimental and control group students was performed using the decision-making skill scale. STEM-based robotic coding training was given to the experimental group for 6 weeks. Afterwards, the decision-making skill scale was applied as a post-test to both the experimental and control group. Quantitative data were analyzed with the paired and independent samples t-test. A statistically significant increase was observed in the experimental group students’ decision-making skills in favor of the post-test. There was no significant difference between the pre-and post-test scores of the control group students. An interview with 15 experimental group students was conducted in order to collect qualitative data, and the interview results were analyzed using the content analysis technique. According to the qualitative findings, robotic coding education positively affected the students’ decision-making, problem-solving, and willingness to share ideas. Suggestions were made based on the results. |
| Publikationsart: | Article |
| Dateibeschreibung: | application/pdf |
| Sprache: | English |
| ISSN: | 1308-1659 |
| DOI: | 10.30831/akukeg.1355818 |
| Zugangs-URL: | https://hdl.handle.net/11630/12322 https://search.trdizin.gov.tr/tr/yayin/detay/1250562 https://doi.org/10.30831/akukeg.1355818 https://hdl.handle.net/20.500.12403/4772 https://dergipark.org.tr/tr/pub/akukeg/issue/84030/1355818 |
| Dokumentencode: | edsair.doi.dedup.....7af11b8c1ddfdfb675c258d9e1b6d798 |
| Datenbank: | OpenAIRE |
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Nájsť tento článok vo Web of Science | Abstract: | This study aimed to determine the effectiveness of STEM-based robotic coding education for primary schoolers in terms of their decision-making skills. Mixed method was preferred in the research. Pretest-posttest control group designs were used in the quantitative phase, and the case study was used in the qualitative phase of the research. The study sample consisted of 65 third graders. Pre-testing of experimental and control group students was performed using the decision-making skill scale. STEM-based robotic coding training was given to the experimental group for 6 weeks. Afterwards, the decision-making skill scale was applied as a post-test to both the experimental and control group. Quantitative data were analyzed with the paired and independent samples t-test. A statistically significant increase was observed in the experimental group students’ decision-making skills in favor of the post-test. There was no significant difference between the pre-and post-test scores of the control group students. An interview with 15 experimental group students was conducted in order to collect qualitative data, and the interview results were analyzed using the content analysis technique. According to the qualitative findings, robotic coding education positively affected the students’ decision-making, problem-solving, and willingness to share ideas. Suggestions were made based on the results. |
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| ISSN: | 13081659 |
| DOI: | 10.30831/akukeg.1355818 |